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Sustainability of Coalition of Essential School’s Professional Development as Perceived by Teachers Kristine E. McGee Research indicates a strong need to incorporate professional development into a wellorchestrated reform effort. The Coalition of Essential Schools (CES) reform model for this failing school was selected by the county administration and a few select teachers as East Elementary School. The sustainability of the professional development provided by CES is the focus of this study. This study concluded that East Elementary School was perceived by teachers as having sustainable professional-development components. Major findings included the following: (a) the teachers played a key role in sustaining professional development at this school, (b) professional development changed how teachers communicated with students at this school, (c) professional development changed how teachers established relationships at this school, and (d) the professional-development efforts were sustainable as a result of teacher commitment at this school. This research adds to the sustainability of professional development as a form of supporting a failing school, by exploring the perceptions of a group of teachers at one Title I school. Implications for practice include allowing teachers to take part in decision making related to professional development activities and developing classrooms that sustain teacher motivation toward reorganization efforts.

Sustainability of Coalition of Essential School's Professional Development as Perceived by Teachers